Using cooperative learning to improve the performance of students in qualitative analysis in Tumu Senior High Technical School

Abstract

The study sought to improve the achievements and attitude of students in qualitative analysis through the cooperative teaching and learning approach. The study used action research design. A total of 71 S H S science Students (participants) were selected from Tumu Senior High Technical School and Kanton Senior High School for the study. Data for the study were collected using achievement tests and the Treatment Verification Checklist. The Treatment Verification Checklist sought response on the attitudes towards cooperative learning shown by students in the experimental group during the intervention stage. Two tests, that is pre-test and post-tests were administered before and after intervention respectively to determine the academic achievement of the students in Qualitative analysis. Descriptive statistics was used to organise the data from the Treatment Verification Checklist into means from the responses. A paired t-test statistic was used to establish the significance of the Cooperative approach on students’ academic achievement. Results from the treatment verification check list showed the attitude of students towards the use of cooperative learning. It came to light that there was significant and steady improvement from the first to the fifth week. This means that the students appreciated the method. The post-intervention findings indicated positive attitudes and a significantly improved performance of the students. It is recommended among other things that cooperative teaching and learning should be employed in teaching chemistry at SHSs to help instil positive attitudes in students by addressing the various factors responsible for poor attitudes towards the subject. Implementation of the Cooperative approach should help teachers identify the weaknesses of students and address them to improve their academic achievement.